Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Examining the Effects of Phono-Graphix on the Remediation of Reading Skills of Students with Disabilities: A Program Evaluation

Examining the Effects of Phono-Graphix on the Remediation of Reading Skills of Students with... <p>The purpose of this program evaluation was to examine the effects of Phono-Graphix, an intensive tertiary-level reading intervention, on the basic reading skills of 16 students aged 6 to 17 years who received special education services. Instruction was delivered one-on-one or in small groups of two or three students. Instruction lasted 8 weeks. Students were pre- and posttested using the Woodcock-Johnson Psycho-Educational Battery-3rd Edition: Tests of Achievement (WJ-III ACH). Results of this program evaluation indicated that the reading skills of students with disabilities improved. Statistically significant gains were made by the elementary and upper elementary/secondary students. The effect size gains were all above .39. Results are discussed with regard to effective interventions for students with reading disabilities and implications for future research.</p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Examining the Effects of Phono-Graphix on the Remediation of Reading Skills of Students with Disabilities: A Program Evaluation

Loading next page...
 
/lp/west-virginia-university-press/examining-the-effects-of-phono-graphix-on-the-remediation-of-reading-v7QBA1AaI9
Publisher
West Virginia University Press
Copyright
Copyright © 2007 the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

<p>The purpose of this program evaluation was to examine the effects of Phono-Graphix, an intensive tertiary-level reading intervention, on the basic reading skills of 16 students aged 6 to 17 years who received special education services. Instruction was delivered one-on-one or in small groups of two or three students. Instruction lasted 8 weeks. Students were pre- and posttested using the Woodcock-Johnson Psycho-Educational Battery-3rd Edition: Tests of Achievement (WJ-III ACH). Results of this program evaluation indicated that the reading skills of students with disabilities improved. Statistically significant gains were made by the elementary and upper elementary/secondary students. The effect size gains were all above .39. Results are discussed with regard to effective interventions for students with reading disabilities and implications for future research.</p>

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jun 13, 2007

There are no references for this article.